M.C.R. Grever (Maria)http://repub.eur.nl/ppl/3327/
List of Publicationsenhttp://repub.eur.nl/eur_signature.pnghttp://repub.eur.nl/
RePub, Erasmus University RepositorySensitive 'Heritage' of Slavery in a Multicultural Classroom: Pupils' Ideas Regarding Significancehttp://repub.eur.nl/pub/51740/
Wed, 01 Jan 2014 00:00:01 GMT<div>G.M. Savenije</div><div>C.A.M. van Boxtel</div><div>M.C.R. Grever</div>
Pupils' attribution of significance to sensitive 'heritage' of slavery may differ, particularly in multicultural classrooms. Little is known about the ways in which pupils establish a relationship with the present when discussing the significance of heritage of slavery. Starting from theories of historical significance and identity, these attributions and the interplay with the pupils' identities were examined at a Dutch secondary school using questionnaires and interviews. Pupils primarily used two arguments: significance for a specific identity or group; and slavery as a historical example of inequality. The interplay with their identity was ambiguous.Paradoxes of proximity and distancehttp://repub.eur.nl/pub/50503/
Tue, 01 Jan 2013 00:00:01 GMT<div>M.C.R. Grever</div>
(Introduction)
The Dutch Airborne Museum Hartenstein provides an opportunity for visitors
«to see and feel what the war was really like». The museum, based in the former
Divisional Headquarters of the Allied Forces in September 1944, houses a
large collection of militaria from Operation Market Garden. The brochure proclaims
that an Airborne Experience «lets you experience the course of the Battle
of Arnhem and brings history very close>>.2 Under the heading «FEELING IT IS
KNOWING IT>>, the website urges the public not to miss this experience, <<where
history comes alive and the dramatic events are brought startlingly close.>> Since
the Airborne Museum also offers an education program one wonders what the
learning outcomes for students will be when they walk through a noisy basement
along replicas of battered houses, artillery, tanks, life-size puppets of soldiers with
original film fragments projected against the walls. What is the significance of
coming «close>> to the heavy fighting between Germans and Allied Forces, the
hardships and the tremendous fear for- unexpected grenade attacks? The question
is also how to avoid that young kids consider the presentation merely as an
adventure.
...Monarchie en geschiedschrijving. De vorstenbiografie revisitedhttp://repub.eur.nl/pub/50505/
Tue, 01 Jan 2013 00:00:01 GMT<div>M.C.R. Grever</div>
__Abstract__
De vorstenbiografie werd lange tijd niet serieus genomen.
Ten onrechte. De dynastieke en internationale netwerken
van vorsten en hun rol in de politiek bieden tal van interessante
gezichtspunten op de ontwikkeling van politieke
systemen en sociaal-culturele verhoudingen. Dat blijkt uit de
studies van Cees Fasseur over koningin Wilhelmina (2012) en
van Gita Deneckere over koning Leopold I (2011). In welke
mate biedt de vorstenbiografie als genre een eigen invalshoek
voor de politiek-culturele historiografie?Narratieve sjablonen van vooruitgang. De betrekkelijkheid van het vooroudergevoel in de historiografiehttp://repub.eur.nl/pub/51046/
Tue, 01 Jan 2013 00:00:01 GMT<div>M.C.R. Grever</div>
Negotiating historical distance: Or, how to deal with the past as a foreign country in heritage educationhttp://repub.eur.nl/pub/51043/
Sat, 01 Dec 2012 00:00:01 GMT<div>M.C.R. Grever</div><div>P.A.C. de Bruijn</div><div>C.A.M. van Boxtel</div>
The current heritage fascination signals the omnipresence of the Present. Recently it has spawned a distinct type of teaching and learning: heritage education. In this article we argue that, despite its presentist connotations, heritage education offers interesting opportunities for understanding the foreignness of the past, a precondition for historical thinking. We examine how heritage education negotiates historical distance from affective, moral and epistemological perspectives. A comparison of two exhibitions on transatlantic slavery and some of their educational resources reveals distinctive constructions of historical distance. The Dutch NiNsee exhibition Child in Chains carries a strong affective and moral perspective through a bridging technique of rhyming. These perspectives can be adopted in assignments that discuss the synchronically compared contexts of past and present. The Atlantic Worlds gallery of the English National Maritime Museum constructs a more complex narrative with little reference to the present. Here students' sense of the historical comes from the physical experience of authentic objects on display; some educational activities emphasise an epistemological perspective, allowing students to unravel the narrative plot. Precisely the performative dimension of heritage can challenge students in heritage education settings to make them aware of the dialectics of the pastness of the past and its inevitable presentness.High school students' views on historyhttp://repub.eur.nl/pub/26268/
Fri, 01 Apr 2011 00:00:01 GMT<div>M.C.R. Grever</div><div>B. Pelzer</div><div>T. Haydn</div>
The article reports the outcomes of a survey of 678 Dutch, English, and French students in multicultural high schools located in three urban areas, with the aim of developing insight into the sort of history they consider worthwhile. The research was undertaken in the context of widespread concern about the effects of recent migration patterns on the cohesion of the nation-state. The outcomes show that many of these youngsters do not construe their identity in primarily national terms; their interest in the past lies mainly in areas such as family, religious, and trans-national history. Using factor analysis, it was possible to identify five profiles of historical interest which could be related to students' backgrounds. In addition to uncovering facets of history that are of interest to young people, these profiles revealed some remarkable differences. Native boys valued 'Pride and connection with Dutch-English-French history' more highly than native girls and all nonnatives. Non-native students valued 'Connection with history of migrants' more highly than natives; girls appreciated this profile more than boys. The conclusion suggests that recent attempts to revive history in primarily national terms may result in a model of school history that many students consider irrelevant. Geschichtsschulwandbilder im Internet. Ein digitalisiertes Erbe europäischer Bildungsgeschichtehttp://repub.eur.nl/pub/50500/
Sat, 01 Jan 2011 00:00:01 GMT<div>M.C.R. Grever</div>
Seit September 2010 findet sich im Internet ein neues Angebot für
Experten der historischen Bildungsforschung, das Portal
www.historywallcharts.eu. In diesem Portals befinden sich Schulwandbildern
zur Geschichte, die aus Sammlungen der Dänischen
Nationalbibliothek für Pädagogik in Kopenhagen, der Forschungsstelle
historische Bildmedien an der Universität Würzburg (Deutschland)
und dem Nationalmuseum für Unterricht in Rotterdam (Niederlande)
stammen. Neben Abbildungen der Wandtafeln enthält die Online-
Datenbank Informationen zur Geschichte und zum Ort der dargestellten
Szenen, zum historischen Produktions- und Verwendungszusammenhang
sowie zu Namen und Nationalität der Illustratoren der jeweiligen
Bilder. In der Zusammenstellung des Portals stellen die
Wandbilder ein faszinierendes digitales Erbe der Bildungsgeschichte
dreier europäischer Länder über einen Zeitraum von hundert Jahren
dar. Die Webseite ist Teil des internationalen Projektes Europe and
Identity – History on wall charts in an European perspective, einer
Kooperation zwischen den Niederlanden, Deutschland und Dänemark.
...Politieke representatie: een drieluikhttp://repub.eur.nl/pub/51041/
Sat, 01 Jan 2011 00:00:01 GMT<div>H.S.J. Jansen</div><div>M.C.R. Grever</div><div>V. Vasterling</div>
Identity and school history: The perspective of young people from the Netherlands and Englandhttp://repub.eur.nl/pub/64695/
Sat, 01 Mar 2008 00:00:01 GMT<div>M.C.R. Grever</div><div>T. Haydn</div><div>C.R. Ribbens</div>
The article presents the findings from a survey of over 400 young people in metropolitan areas in the Netherlands and England concerning their views on identity and school history. The research explored pupils' ideas about which facets of history were of interest to them, what history they believed should be taught in schools, and their views on the purposes of school history and history in general. The coding of the data made it possible to delineate between those from different ethnic minority backgrounds, boys and girls, age and level of education and first or second generation of migration. The study revealed significant differences between young people's ideas about history and identity, and those advanced by politicians and policy makers in the Netherlands, England and elsewhere. The concluding section of the paper considers the implications of the findings for policy makers in the field of history education in schools.Imposing history [Geschiedenis per decreet]http://repub.eur.nl/pub/15397/
Mon, 01 Jan 2007 00:00:01 GMT<div>M.C.R. Grever</div>
Nation-states have interfered with history education since its inception in the nineteenth century. Yet, over the last decade the quarrels have been particularly bitter and the stakes markedly high. The multiple claims of groups to tell their 'own' story and to erect their 'own' historical monument have occasioned impassioned public debates about the ownership of history. Recent political interventions in history education and public commemorations reveal ideological tensions and conflicts that come close to moral panic. National governments have become increasingly aware of losing control over who and what constitutes the 'common' past. The Florida Education Omnibus Bill, signed by governor Jeb Bush in 2006, is a significant example. A particularly difficult problem now faced by historians is how to teach a feasible history that does justice to the plurality of voices. Imposing national history does not solve these problems.Staging Modern Monarchs. Royalty at the World Exhibitions of 1851 and 1867http://repub.eur.nl/pub/50499/
Sun, 01 Jan 2006 00:00:01 GMT<div>M.C.R. Grever</div>
In 1792 Thomas Paine compared the monarchy with something kept behind a curtain,
‘about which there is a great deal of bustle and fuss, and a wonderful air of seeming
solemnity; but when, by any accident, the curtain happens to be open—and the company
see what it is, they burst into laughter.’ According to Paine, a passionate republican who
was involved in the American Revolution, nothing of this could happen in the
representative system of government. Like the nation itself, this kind of government
‘presents itself on the open theatre of the world in a fair and manly manner’. Whatever
‘its excellences or defects, they would be visible to all’, he argued. ‘It exists not by fraud
and mystery; it deals not in cant and sophistry; but inspires a language that, passing from
heart to heart, is felt and understood.’1 Paine fiercely rejected the hereditary system of
the monarchy, ‘a silly and contemptible thing’, and its lack of rationality; he accused
monarchs and their adherents of deceiving the public by impressing their imaginations
with spectacle and pedigree.
...De historische canon onder de loephttp://repub.eur.nl/pub/1896/
Thu, 01 Jan 2004 00:00:01 GMT<div>M.C.R. Grever</div><div>C.R. Ribbens</div>
Deze bijdrage gaat in op de cultuurhistorische context van de problematiek van leerstofkeuzes in het geschiedenisonderwijs, een onderwerp dat sterk de aandacht trekt in de politiek en de media. De vraag wélke historische kennis en inzichten relevant zijn voor jongeren en volwassenen in de huidige samenleving wordt echter zelden expliciet gesteld. Nu de buitenschoolse verwerving van historische kennis en inzicht sterk is veranderd, waardoor de historische cultuur gefragmenteerd en gedifferentieerd is, terwijl het aantal uren geschiedenisonderwijs drastisch is verminderd, is reflectie op leerstofcriteria noodzakelijk De van oorsprong vaderlandslievende functies van het geschiedenisonderwijs, gericht waren op nation building, voldoen niet meer. Toch vervult de vertrouwde historische canon als format nog een belangrijke bindende en uniformerende functie in de cultuuroverdracht. De canon ontleent zijn veerkracht aan het finalistisch schema van een voortgang in de tijd, gekoppeld aan een presentatie door middel van een epische concentratie op maatgevende gebeurtenissen, personen en ideeën.
Niettemin is er tevens sprake van ‘de-canonisering’, een proces waarin de vanzelfsprekende betekenis van de vertrouwde historische kennis ter discussie komt te staan door het gebruik van perspectieven als klasse, gender en etniciteit in de geschiedbeoefening.
Een geïnstitutionaliseerde wijze van overdracht van historische kennis en inzicht kan niet zonder enig historisch overzicht; losse feitjes zijn nietszeggend zonder samenhang. Systematische reflectie op het fenomeen van de canon kan ons iets leren over de uitgangspunten en de randvoorwaarden waaronder een canon zinvol kan functioneren in onze snel veranderende globaliserende, postkoloniale samenleving. Een aanpassing van de canon - met een meer internationaal kader - kan slechts productief zijn als er nieuwe gezaghebbende voorbeelden gevonden kunnen worden die de canon openstellen voor kritiek en die meer ruimte bieden voor tot voorheen marginale ideeën, zonder dat dit leidt tot een destructieve relativering en tot betekenisloze geschiedverhalen.Visualisering en collectieve herinneringen. 'Volendams meisje' als icoon van de nationale identiteithttp://repub.eur.nl/pub/1897/
Thu, 01 Jan 2004 00:00:01 GMT<div>M.C.R. Grever</div>
In the field of history we are currently observing a ‘memory wave’. A key feature of the growing bulk of publications on memory is that they revolve around the relationship to the past in the past. This meta-historical approach implies the study of both scholarly and non-scholarly production, distribution and reception of historical representations.
This article discusses some influential notions: collective memories, emblems, icons and appropriation. Memory participants sometimes integrate and use the received meanings and values in their own culture, and might disturb the larger
mnemonic community to which they also belong.To clarify my argument I furthermore analyse ‘Volendams meisje’, a famous female Dutch icon. In the course of the nineteenth and twentieth century the original emblem for the Netherlands – the
heroic Dutch Virgin of Liberty – was replaced by this young girl in traditional costume.
Since the 1870s images of Dutch rural life were gradually used to construct a national identity, a Dutch myth of unity, based on cultural and ethnic criteria. After 1900 particularly several ‘peasant girls’ figured in advertisements to attract buyers.
Interestingly enough, Dutch suffragettes from the bourgeois classes playfully appropriated
the traditional costume for their own purposes. Obviously this type of acting evoked nostalgic memories of the good old days. At the same time the reassuring image of ‘peasant girls’ emphasized the ‘whiteness’ and femininity of Dutch feminists.Beyond Petrified History. Gender and Collective Memories.http://repub.eur.nl/pub/1895/
Tue, 01 Apr 2003 00:00:01 GMT<div>M.C.R. Grever</div>
In the field of history we are currently observing a 'memory wave'. A key feature of the growing bulk of publications on memory is that they revolve around the relationship to the past in the past. This meta-historical approach implies the study of both scholarly and non-scholarly production, distribution and reception of historical representations. This article discusses some influential notions, such as collective memories and appropriation from a gender perspective. Memory participants sometimes integrate and use the received meanings and values in their own culture, and might disturb the larger mnemonic community to which they also belong. To clarify my argument I furthermore analyse 'Volendams meisje', a famous female Dutch icon.De enscenering van de tijdhttp://repub.eur.nl/pub/1813/
Mon, 01 Jan 2001 00:00:01 GMT<div>M.C.R. Grever</div>
Met welke middelen werden in de negentiende eeuw nieuwe tijdervaringen tot uitdrukking gebracht en wat betekenden deze uitdrukkingsvormen voor de omgang met het verleden? Dit is de centrale vraag van deze oratie. Eerst wordt ingegaan op de versnelling van de moderne geschiedenis, de achtergronden en effecten. Daarna komen het dubbele karakter van de tijd en enkele toepassingen daarvan in de geschiedbeoefening aan bod. Ook de begrippen 'historische tijd' en historisch besef passeren de revue. Tenslotte worden enkele concrete tijdensceneringen op de negentiende-eeuwse wereldtentoonstellingen als voorbeeld van gearticuleerde tijdservaringen toegelicht.